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Titlebook: Educating Science Teachers for Sustainability; Susan K. Stratton,Rita Hagevik,Mark Bloom Book 2015 Springer International Publishing Switz

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發(fā)表于 2025-3-21 17:49:36 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)Educating Science Teachers for Sustainability
編輯Susan K. Stratton,Rita Hagevik,Mark Bloom
視頻videohttp://file.papertrans.cn/303/302333/302333.mp4
概述Provides science teacher educators with models for incorporating education for sustainability into their practice.Highlights the successes as well as the barriers to sustainability education.Provides
叢書(shū)名稱(chēng)ASTE Series in Science Education
圖書(shū)封面Titlebook: Educating Science Teachers for Sustainability;  Susan K. Stratton,Rita Hagevik,Mark Bloom Book 2015 Springer International Publishing Switz
描述.This volume contains a unique compilation of research and reflections representing multiple vantage points stemming from different parts of the world that can help science educators and teacher educators in finding ways to meaningfully and purposefully embed sustainability into teaching and learning. It is a rich resource for exploring and contextualizing sustainability-oriented science education. At this time we find ourselves in a situation in which the earth’s ecological system is under significant strain as a result of human activity. In the developed world people are asking “How can we maintain our current standard of living?” while those in the developing world are asking “How can we increase the quality of our lives?” all while trying to do what is necessary to mitigate the environmental problems. This volume responds to these questions with a focus on educating for sustainability, including historical and philosophical analyses, and pedagogical and practical applications in the context of science teacher preparation. Included are many examples of ways to educate science teachers for sustainability from authors across the globe. This text argues that issues of sustainabilit
出版日期Book 2015
關(guān)鍵詞Climate change education; Ecojustice; Education for Sustainability; Environmental education; Ethnoscienc
版次1
doihttps://doi.org/10.1007/978-3-319-16411-3
isbn_softcover978-3-319-35980-9
isbn_ebook978-3-319-16411-3Series ISSN 2214-5435 Series E-ISSN 2214-5443
issn_series 2214-5435
copyrightSpringer International Publishing Switzerland 2015
The information of publication is updating

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Dementia and Capacity: , (2014)SD continued to be very narrow with a lack of understanding of the interconnectedness between the environment, energy, and technologies to political, economic, and societal concerns. Participants during interviews identified that they felt unprepared to teach about SD. Participants were unable to ex
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J. P. W. F. Lakke,W. van den Burg we reflect on lessons learned from the experience of designing and teaching the course, including its affordances and challenges. We conclude with recommendations for teacher educators interested in incorporating sustainability into their work with teacher candidates.
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https://doi.org/10.1007/b138742 as they refer to the overall quality of the program’s experience and its learning environment. With regards to implementation, in most cases the teacher candidates appeared to have adopted a view of sustainability education (SE) in schools as being realistically implemented through an infusion appr
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